Training Of Dental Students Research Articles

How to ensure an appropriate oral health workforce? Modelling future scenarios for the Netherlands

BackgroundCurrent methods for oral health workforce planning lack responsiveness to dynamic needs, hampering efficiency, equity and sustainability. Effective workforce planning is vital for resilient health care systems and achieving universal health coverage. Given this context, we developed and operationalised a needs-adaptive oral health workforce planning model and explored the potential of various future scenarios.MethodsUsing publicly available data, including the Special Eurobarometer 330 Oral Health Survey, we applied the model in a hypothetical context focusing on the Dutch population’s dental needs from 2022 to 2050. We compared current and future provider supply and requirement and examined, in addition to a base case scenario, several alternative scenarios. These included epidemiological transition scenarios with different oral health morbidity trajectories, skill-mix scenarios with independent oral hygienists conducting check-ups and multiple dental student intake and training duration (5 instead of 6 years) scenarios.ResultsBased on the aforementioned historical data, our model projects that provider requirement will exceed supply for the planning period. If the percentage of people having all natural teeth increases by 10% or 20% in 2032, 34 or 68 additional full-time equivalent (FTE) dentists will be required, respectively, compared to the base case scenario. In the skill-mix scenario, the model indicates that prioritising oral hygienists for check-ups and shifting dentists’ focus to primarily complex care could address population needs more efficiently. Among the student intake and training duration scenarios, increasing intake to 375 and, to a lesser extent, reducing training to 5 years is projected to most effectively close the provider gap.ConclusionsThe study underscores the importance of understanding oral health morbidity trajectories for effective capacity planning. Due to limited dental epidemiological data, projections carry substantial uncertainty. Currently, demand for FTE dentists seems to exceed supply, though this may vary with epidemiological changes. Skill-mix strategies could offer efficiency gains by redistributing tasks, while adjustments in dental intake and training duration could also help address the requirement-supply gap. Resolving dentistry workforce challenges requires a multifaceted approach, including strengthening oral epidemiology projections, addressing the root causes of dental health issues and prioritising harmonious dental public health and general practice prevention measures.

Wisdom Tooth Extraction Training for Dental Students: Step-by-Step or All-in-One?

Aims/Background For inexperienced dental students, impacted wisdom tooth extraction is a complex procedure involving a series of intricate steps. This study compared the effectiveness of step-by-step and all-in-one teaching methods for dental students learning impacted wisdom tooth extraction, by evaluating their practical abilities, understanding, and learning satisfaction. Methods Fifty dental students were randomly assigned to either a step-by-step teaching group (Group S) or an all-in-one teaching group (Group A) for impacted wisdom tooth extraction training. Their skills were assessed using the Assessment of Competency in Exodontia Skills (ACES) scoring system, and their theoretical knowledge was tested in a test. The students also completed a questionnaire to gauge their satisfaction regarding the teaching method received. Results The students in Group S demonstrated superior performance in clinical procedures compared to Group A, evidenced by the significantly higher ACES scores (p < 0.05). There was no significant difference in theoretical exam scores between the two groups (p > 0.05). The students in Group S reported higher general satisfaction (p < 0.05), suggesting a preference for the step-by-step approach. The results also showed that satisfaction toward hands-on practice and teaching sessions significantly contributed to general satisfaction, while satisfaction with mastery of clinical skills did not. Conclusion The step-by-step teaching method was more effective in improving students' clinical skills and augmenting their satisfaction during impacted wisdom tooth extraction training. Our findings support the use of incremental learning approaches in dental education to enhance both clinical competencies and students' learning experiences.

Simulation in Dental Education: The Indian Scenario

Dental simulation technology has progressed at a very rapid pace, due to which preclinical training for dental students has been simulated as real to a clinical environment. Traditional phantom head simulators have been providing preclinical training for the students over a long period of time across most of the Dental Universities/Schools in the world. Currently dental schools around the globe have incorporated the VR based dental simulators for the training of students. This system is useful for students to gain confidence, revise the exercises repeatedly, and to minimise material waste, creating an eco-friendly environment in dental schools. The prospect of this literature review is to reveal the simulation system used for preclinical training of dental students in India and the most advanced VR dental simulation system adopted by the top dental universities/schools in the world. Key Words: Dental Students, Phantom head, Preclinical training, Simulation, Virtual Reality

The impact of virtual reality simulation on dental education: A systematic review of learning outcomes and student engagement.

Virtual reality (VR) simulations have been increasingly employed to train dental students prior to clinical practice. According to the literature, blended learning designs in the form of VR simulations can be utilized by both dental students and instructors to provide quality education. They can also save time and improve motor skills before students enter clinical stages. Therefore, this study was designed to review the importance of available VR simulators and their impact on student learning and outcomes. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were followed to review the literature systematically, and different databases such as PubMed, ScienceDirect, Cochrane Library, Scopus, and Google Scholar were searched (up to December 2023) for relevant articles using keywords: "virtual reality," "virtual reality simulators," "virtual reality simulation," and "dental education." The Mixed Methods Appraisal Tool was used to assess the study quality. After a comprehensive literature search, 1477 research articles were identified, of which 16 were included in the present study. In terms of students' learning outcomes, engagement, and optimal approach, a significant improvement was observed compared to conventional training methods, specifically in their knowledge, performance, confidence, and psychomotor skills. The findings suggest that VR simulators enhance the overall learning abilities of dental students and should be regarded as an integral component of the current curriculum. However, it is important to recognize that VR simulators cannot fully substitute traditional training methods; rather, they can effectively complement them.

Factors Associated with the Perception of Prehospital Internship Training of Dental and Other Health Sciences Students in the COVID-19 Context

During the COVID-19 pandemic, pre-internship training of Health Sciences students took on an essential role. The shift to virtual practices and a project-based learning approach brought challenges, but also opened doors for adaptation and learning in a constantly evolving healthcare landscape. To determine the factors associated with the perception of Peruvian health sciences students during the period of isolation due to the COVID-19 pandemic regarding their training prior to hospital internship. A Cross-sectional analytical study was performed. Students from professional schools of health sciences who entered the hospital internship 2022 and students from the year prior to the internship from a Peruvian public university were evaluated. Data collection was performed with a 49-question questionnaire. Female participants were more prevalent with 384 (70.98%) students while the medical career had the highest participation with 152 respondents (28.1%) followed by the dental career with 134 (24.77%). In the adjusted logistic regression model no influence of associated factors on students' perception of their preparedness for hospital internship in the isolation period due to the COVID-19 pandemic was found. Peruvian Health Sciences students self-perceive themselves prepared for hospital internship in Comprehensive Care, Prevention, Collaboration and Self-Learning, but less so in Practical Skills, Understanding Science, Interpersonal Skills and Confidence.

Mind‐body wellness training for clinical predoctoral dental students

Mind‐body wellness training for clinical predoctoral dental students

Dental students in an orthodontic course flipped classroom: A semi-experimental study on knowledge, practice, attitude, and satisfaction.

The purpose of this study was to determine the students' attitudes before and after the flipped classroom, and the effectiveness of this method to promote the students' lateral cephalograms tracing abilities, students' satisfaction and their final exam scores. This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences (SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model. Thirty-five fourth-year dental students participated in a flipped classroom held during a semester for the lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. The students were asked to fill out four questionnaires (pretest/posttest attitudes, pretest/posttest self-assessments of theoretical knowledge and practical skills in cephalograms, posttest of satisfaction from quality of the course, and posttest of students' views about effectiveness of blended learning tools) and final exam scores of students. Students' attitudes toward e-Learning were improved after the flipped classroom and the quality of this method was acceptable to the students (p < .001). Their self-assessment of theoretical knowledge and practical skills were promoted (p < .001). While all blended learning tools averaged more than the cut-off-point, short lecture (5.11 ± 0.98) and live feedback (4.98 ± 1.07) were considered to be the most efficient interactive tools. It seems that the flipped classroom has a positive effect on increasing students' knowledge, attitude, and satisfaction. In general, this method of learning seems to be favored by dental students. The findings showed that blended learning had a positive effect on increasing knowledge, performance, and satisfaction among dental students. Therefore, blended learning as a reliable method might be used in training dental students.

Ageism scale for dental students (ASDS): A focus group review of content validity.

Improve content validity of the Ageism Scale for Dental Students (ASDS) and identify barriers to using the scale. Thematic analysis of transcripts of three purposively sampled focus groups of 1) geriatric dentistry specialists, 2) older adult dental patients, and 3) dental students. Twenty-five participants engaged in focus groups. No new concepts to define ageism were identified. Experts found the scale acceptable and appropriate, yet they raised specific potential revisions to scale questions. Commonly reported themes already addressed by ASDS included the importance of tailoring decision-making to patient preference and not making assumptions about older adults' capacity or preferences for dental care. Barriers to identifying ageism or using the scale included experiential differences in interpreting scale items, cultural differences in attitudes towards older adults, and potential overlap with social determinants of health. Secondary findings include recommendations for older-adult focused training for dental students to provide positive, concrete guidance on caring for older adults. There are opportunities to refine the Ageism Scale for Dental Students and to allow tailoring of the scale for specific national or cultural contexts.

Use of clinical simulators and development of professional skills in dental students: systematic review

With the advancement of new technologies and teaching methods, dental schools face significant challenges in reorganizing their educational processes. This requires the incorporation of pedagogical systems that enhance the intellectual abilities of students, allowing them to respond effectively to the demands of society. The objective of this review was to analyze the impact of the use of clinical simulators on the development of professional skills in dental students. A systematic review was carried out using the Scielo, Lilacs and Redalyc databases. The search focused on studies related to the variables: simulators, learning, skills, students and dentistry. From the analysis of the content of the selected articles, three main themes were identified: the importance of the use of dental simulators, the development of skills in simulated environments, and the types of clinical simulators used in the training of dental students. The use of simulators in dental training is essential to improve clinical practice safely. These devices allow students to fine-tune their motor skills and develop a high level of confidence, which is crucial for performing procedures on real patients in their future professional practice

Evaluation de l’intéret des technologies de l’information et de la communication éducatives dans l’apprentissage par les étudiants en Médecine Dentaire

Objective- Evaluate the interest of the use of Information and Educational Technologies in the initial training of dental medicine students at the faculty of dental medicine of Monastir. Methods- This was a descriptive study conducted at the FDMM in 2022. Data was collected through a questionnaire. It was composed of four parts and posted beteween May 1st and June 30th, 2022. Results- Of the 253 interns, 208 responded and 177 responsers were retained. The survey participants were connected to the internet almost all the time but 26.1% spent less than 30 minutes a day on their studies, mainly to access online courses or conduct literature research. The principle search engine were Google (93.8%) and Wikipedia (48%); Facebook was the principal social media (91%) used during learning. Almost half of the internal trainees were familiar with e-learning platforms although 72% of them had no previous experience. They preferred online courses to lectures (68.4 %) in order to consult the course at any time. More than 90% of respondents were unaware of MOOCs (Massive Open Online Courses). Conclusion- This study demonstrated the importance of the introduction of the Information and Educational Technologies in the university curriculum.

Evaluation des pratiques des personnels de santé tunisiens face aux traumatismes dentaires liés à l’intubation orotrachéale à propos d’une étude transversale

Objective- Evaluate the interest of the use of Information and Educational Technologies in the initial training of dental medicine students at the faculty of dental medicine of Monastir. Methods- This was a descriptive study conducted at the FDMM in 2022. Data was collected through a questionnaire. It was composed of four parts and posted beteween May 1st and June 30th, 2022. Results- Of the 253 interns, 208 responded and 177 responsers were retained. The survey participants were connected to the internet almost all the time but 26.1% spent less than 30 minutes a day on their studies, mainly to access online courses or conduct literature research. The principle search engine were Google (93.8%) and Wikipedia (48%); Facebook was the principal social media (91%) used during learning. Almost half of the internal trainees were familiar with e-learning platforms although 72% of them had no previous experience. They preferred online courses to lectures (68.4 %) in order to consult the course at any time. More than 90% of respondents were unaware of MOOCs (Massive Open Online Courses).

Analyzing the Influence of Video Game and Music Engagement on Technical Skills Acquisition in Dental Students in Preclinical Phase: Protocol for a Prospective, Controlled, Longitudinal Study.

The practice of dental surgery requires a few different skills, including mental rotation of an object, precision of movement with good hand-eye coordination, and speed of technical movement. Learning these different skills begins during the preclinical phase of dental student training. Moreover, playing a musical instrument or video game seems to promote the early development of these skills. However, we found that studies specifically addressing this issue in the field of dental education are lacking. The main aims of this study are to evaluate whether the ability to mentally represent a volume in 3D, the precision of gestures with their right and left hand, or the speed of gesture execution is better at baseline or progresses faster for players (video games or music or both). A prospective monocentric controlled and longitudinal study will be conducted from September 2023 and will last until April 2025 in the Faculty of Dental Surgery of Nantes. Participants were students before starting their preclinical training. Different tests will be used such as Vandenberg and Kuse's mental rotation test, the modified Precision Manual Dexterity (PMD), and performing a pulpotomy on a permanent tooth. This protocol was approved by the Ethics, Deontology, and Scientific Integrity Committee of Nantes University (institutional review board approval number IORG0011023). A total of 86 second-year dental surgery students were enrolled to participate in the study in September 2023. They will take part in 4 iterations of the study, the last of which will take place in April 2025. Playing video games or a musical instrument or both could be a potential tool for initiating or facilitating the learning of certain technical skills in dental surgery. DERR1-10.2196/55738.

Trends in maternal oral health services at primary healthcare centers in Saudi Arabia: a cross-sectional study

BackgroundDuring pregnancy, many complex physiological changes and increased levels of pregnancy hormones are associated with adverse oral health and increased prevalence of periodontal disease. Our study aimed to assess the oral health needs of pregnant women and describe the patterns of dental services provided to them before, during, and after pregnancy. Assessing the oral health needs of pregnant women and understanding the patterns of dental services provided to them are important to facilitate efficient utilization of oral health services to promote better health outcomes for the mother and baby.MethodsOur study utilized a cross-sectional design to examine the prevalence of dental problems and use of dental services among a sample of postpartum women who visited primary healthcare centers (PHCs) in Jeddah for antenatal care, between 2018 and 2019. A link to a questionnaire adapted from the Pregnancy Risk Assessment Monitoring System (PRAMS) was sent to participants via the WhatsApp messaging platform. A total of 1350 postpartum women responded to the online survey. We estimated the prevalence of dental problems among women before and during pregnancy and assessed the association between their dental problems and their respective demographic characteristics. We calculated the prevalence of each dental service received before, during, and after pregnancy and examined the trends in dental services over these three periods. All bivariate associations were tested using Pearson’s chi-squared test.ResultsWe found that significantly fewer women visited a dental clinic during pregnancy (31.0%) compared to pre-pregnancy (38.2%) and post-pregnancy (47.3%). The prevalence of toothache, dental caries, gum disease, and dental extraction need before pregnancy was 45.9%, 57.0%, 27.3%, and 40.0%, respectively. These percentages remained the same during pregnancy, except for the need for dental extraction, which significantly decreased to 35.3%. Check-up dental visits increased significantly to 70.6% during pregnancy compared to pre-pregnancy (51.7%) and post-pregnancy (59.9%).ConclusionIncreasing women’s awareness of the importance and safety of oral healthcare during pregnancy, training dental students and primary healthcare dentists in the practice guidelines for the dental management of pregnant women, and developing and monitoring key performance indicators for maternal oral healthcare are the starting steps for improving the oral health and well-being of women and their children.

ORAL HEALTH EQUITY, BELIEFS, PRACTICES, PERCEPTIONS AMONG OLDER DETROIT RESIDENTS

Abstract Oral health disparities are widespread among older and disadvantaged Detroit residents. While preventable, poor oral health is strongly associated with adverse health and social outcomes and increased risk of cognitive impairments. To address limitations in access and knowledge among older Detroit persons, the University of Detroit Mercy Oral Health Equity project is providing free drop-in clinics offering screenings and basic care at multiple local community centers. However, we need person-centered knowledge about the reasons for an individual’s current oral health status and to inform strategies to increase service uptake. We conducted interviews with attendees onsite after their services to learn oral health perceptions, wants, and practices. Findings are reported from a sample, n=62, of predominantly African American, median age 81, female 69%, 50% over two years without a dental visit, and 61% fair to poor self-reported oral health. Analyses used topic, theme, pattern, and critical case content analytic methods. Constructs comprising four key domains were identified: (a) Oral health care exists at the intersection of forces featuring societal, political, historical, local urban place, and economic dimensions beyond individual-level health and behaviors; (b) lifespan pathways into current oral health and care practices, including wishes for future oral health status; (c) barriers and resources to oral health care access and practices; and (d) personal knowledge gaps regarding signs and mechanisms of oral health. Discussion will focus on strategies to reduce disparities and increase utilization, community and person-level knowledge gaps, and training dental students to engage older disadvantaged persons effectively.

Surgical performance of dental students using computer-assisted dynamic navigation and freehand approaches.

Nowadays, the training of implant placement has shifted from once entirely instructor-student teaching to the increasing use of computer-assisted simulation. Based on computerized virtual planning, dynamic navigation has been used for implant placement with higher accuracy than the traditional freehand protocol. However, whether dynamic navigation benefits to the training of dental students in implant placement remains controversial. This study aimed to compare the surgical performance of dental students in implant placement using computer-assisted dynamic navigation and freehand approaches. A total of 20 dental students (6 males, 14 females, age: 25.6 ± 0.5 years) were enrolled in this study. With the traditional freehand approach (training 1) as the control protocol, computer-assisted dynamic navigation (training 2) was used in the training of dental students in implant placement. For each training, both the operating time (OT) of students and placement accuracy represented by the linear (at the implant platform, Dpl, and apex, Dap) and angular (Dan) deviations between the virtually planned and placed implants were recorded. Statistical comparisons were made between the two training protocols as well as male and female surgeons. OT2 was around twice of OT1 (p < .0001), whereas Dan1 was almost three times of Dan2 (p < .0001). Dap1 and Dpl1 were significantly higher than Dap2 (p = .014) and Dpl2 (p = .033) respectively. Besides, male students showed statistically higher Dpl1 (p = .033) and Dan1 (p = .002) than females. No significant difference was found between male and female students in OT1, OT2, Dpl2, Dap1, Dap2 and Dan2. Within the limitations of this study, the use of computer-assisted dynamic navigation in the preclinical training could improve the surgical performance of the dental students in implant placement. The combination of dynamic navigation with the traditional preclinical surgical training may benefit to dental students and could be applied in dental education.

Exploring dental students' attitudes toward patient-centered management of dental fear.

A patient-centered care (PCC) paradigm undergirds modern dental education. PCC is particularly relevant in the management of patient dental fear. The aims of this study were three-fold: (a) to examine the preliminary psychometric properties of an author-designed survey administered to explore dental fear knowledge and perceptions, (b) to assess how 4th-year dental students regard dental fear, (c) and to investigate the relationship between students' knowledge and perceptions of dental fear and their clinical behavior. In 2022, 4th-year dental students (N=453) participated in a cross-sectional study. Participants completed a 16-item survey that assessed (a) knowledge and perceptions about dental fear, (b) common biases in patient fear assessment, and (c) patient management behaviors when fear is encountered. Exploratory factor analysis, descriptive statistics, and logistic regressions were run to address the study's aims. Exploratory factor analysis revealed three factors, with the two strongest factors pertaining to beliefs about the importance of dental fear (α =0.87) and self-efficacy in managing fear (α =0.74). Participants indicated that it is important to assess for dental fear and rated their self-efficacy in ability managing it as high. Ratings on both factors slightly increased the odds of engaging in routine patient screening for dental fear. Students also displayed assessment biases commonly seen among practicing dentists. Results indicate educational gaps within the current behavioral-science training for dental students. Changes to improve advanced dental students' appreciation of their patients' dental fear are warranted.

The integration of haptic training into the QMUL dental curriculum.

The Pandemic has challenged clinical dentistry globally with the dental education sector seeking alternative training environments. Virtual reality (VR) is gaining recognition as a valuable tool for training dental students and its use by dental schools around the world is growing. The continuous improvement of haptic VR dental trainers provides a platform where irreversible procedures can be safely and unlimitedly practised. This driver has led to the exploration and investment into virtual technology to improve education outcomes in dental students. The aim of this study was to share the early experience of a dental school in the United Kingdom that has initiated the process of embedding haptics into their simulation training within the dental curriculum. This paper explores the process of embedding and operationalising haptic training within the undergraduate curriculum. Using current knowledge of education pedagogy, the school aligned to an evidence-based, best-practice framework which utilised the concept of deliberate practice in the development of the Haptics curriculum which was adaptable and iterative in design. This paper contextualises the implementation of haptic training in a UK dental education setting by providing an outline of the framework used to develop the curriculum. Virtual reality haptics trainers have created unique opportunities and challenges for dental schools. Dental educators have sought to utilise this technology in a structured framework to enhance training.

Effectiveness of haptic feedback devices in preclinical training of dental students—a systematic review

BackgroundAcquisition of psychomotor skills is of utmost importance for competent preclinical restorative dentistry. Recent advancements in haptic feedback technology have been incorporated into preclinical dental education to augment the conventional phantom head-based training.ObjectiveThis systematic review aims to assess the effectiveness of haptic feedback device, Simodont, in improving the skill development and learning outcomes of dental students during their preclinical training.Materials and methodsElectronic databases Web of Science, Scopus, PubMed were searched for relevant studies since inception up until March, 2023. Only English language studies that assessed the effectiveness of haptic feedback devices in preclinical dental education were included. We excluded studies that did not use Simodont as the haptic feedback device or did not involve preclinical restorative work. Study quality was assessed using the revised Cochrane risk of bias tool and ROBINS-I. The primary goal of the study is to evaluate the efficacy of Simodont as a complementary training modality for dentistry students.ResultsResults from 9 high-quality studies were analyzed and synthesized to evaluate the overall impact of haptic feedback devices on various aspects of preclinical training. The studies were conducted on 826 undergraduate dental students enrolled in various years of their training across dental colleges and universities in different parts of the world. A majority of studies showed some concerns regarding risk of bias. Haptic feedback devices added a new layer to Virtual Reality (VR) through the perception of touch and force feedback. It assisted junior dental students improve their psychomotor skills and movement skills. Instantaneous feedback on the students' performance helped enhance their self-assessment and correction, and also eliminated the subjectivity of evaluation. Data derived from virtual simulators helped stratify dental students and predict their clinical performance, providing an opportunity to tailor the learning process to meet individual diversity in students' expertise.ConclusionBased on the limited evidence available, Simodont was effective in preclinical training of dental students, offering advantages such as unlimited reproducibility, objective evaluation of preparation by computer assessment, and cost reduction. And further studies are warranted to explore the incorporation of patient's oral environment simulation for better skill training.

Assessment of knowledge, attitude and practices of tobacco cessation counselling and nicotine replacement therapy among dental professionals

ABSTRACT Background: Establishment of Tobacco Cessation Centres across all dental institutions has been made mandatory by the Dental Council of India. To make it a success, adequate knowledge and training, positive attitude and practices are expected by the dental health care professionals. Our study aims to assess the knowledge, attitude and practices of dentists towards Tobacco Cessation Counselling (TCC) and Nicotine Replacement Therapy (NRT). Materials and Methods: 200 participants (60 faculty members, 20 postgraduate students and 120 interns) participated in this cross-sectional study. A self-designed questionnaire of 27 questions was used to assess the knowledge, attitude and practices of the participants regarding TCC and NRT. A descriptive analysis of the data was done. Frequency and percentage were calculated for each variable. The data were processed and analysed using SPSS software version 19-SPSS Inc. Chicago, IL, USA. Results: 22% candidates were trained for TCC as opposed to 78% candidates who didn’t have an idea about it. 65% participants knew about various agents which are used for NRT but many did not know how to prescribe them. 83.5% were not willing to spare time for tobacco cessation in their private practice. Only 12% were currently practising TCC or NRT at workplace. Conclusion: Inclusion of TCC in the undergraduate curriculum, training and updating of dental faculty and students regarding TCC and NRT will help in serving the noble cause.

Training dental hygiene students to care for patients with disabilities.

The purpose of this study was to evaluate the impact of a novel training programme on dental hygiene students' knowledge, attitudes, and beliefs about caring for individuals with disabilities. A mixed methods approach was used. Students from five dental hygiene programmes based at community colleges completed a two-hour didactic training session to supplement their existing special care dentistry coursework. Students completed an original 14-item pretest and posttest before and after the training that assessed attitudes and beliefs, and two validated posttests that assessed knowledge. Afterwards, students completed a clinical rotation in an advanced care dental clinic at a local academic institution, gaining hands-on experience with equipment and patient treatment. Descriptive statistics were used to report training scores, types of services rendered, and modifications to treatment. Student comments about their experiences were assessed using thematic analysis. Two hundred and ninety-four students completed didactic training, and 261 completed clinical rotations. Posttest scores indicated positive improvements in knowledge, attitudes, and beliefs. All students provided direct patient care. Sixty-nine percent treated patients with intellectual and developmental disabilities; 75% placed silver diamine fluoride or fluoride varnish. Altered patient positioning was used by 70.5%. Most students (95.4%) reported that their experience positively changed their attitudes towards caring for patients with disabilities in the future. Eight themes emerged, notably increased comfort and confidence, a willingness and desire to treat patients, the acquisition of new skills, and clinician behaviours of empathy and compassion towards others. Training can help prepare dental hygiene students with the confidence and skills to address the oral health needs of individuals with disabilities.